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Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Leadership in doctoral nursing research programs.

Ann F Minnick¹, Linda D Norman, Beth Donaghey

¹Vanderbilt University School of Nursing, Nashville, TN, USA. Ann.Minnick@vanderbilt.edu

The Journal of Nursing Education

|August 28, 2010

Summary

This summary is machine-generated.

Many U.S. doctoral nursing programs lack succession plans, especially for leaders over 60. This oversight risks the quality of nursing research education and future research-competitive graduates.

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Area of Science:

Nursing Education
Academic Leadership
Research Program Management

Background:

The growth of U.S. doctoral nursing research programs necessitates effective leadership transition planning.
Demographic shifts in the nursing academic workforce highlight potential leadership gaps.
Current preparation for leadership transitions in these programs remains unclear.

Purpose of the Study:

To describe the characteristics of leaders in U.S. doctoral nursing research programs.
To examine the job conditions and workload of these program leaders.
To assess the current status of leadership transition and succession planning efforts.

Main Methods:

A 2008 survey was distributed to 105 U.S. doctoral nursing research programs.
A response rate of 84.8% was achieved, with additional data gathered via web searches for non-respondents.
Data collected included leader responsibilities, allocated leadership time, and existence of succession plans.

Main Results:

Most program leaders held multiple additional responsibilities (mean = 4.2).
Budgeted leadership time averaged 32.9% (SD = 21.4).
A significant 59% of programs led by directors aged 60 or older lacked a formal succession plan.

Conclusions:

Leadership transition issues pose a potential threat to the quality of doctoral nursing research programs.
Inadequate succession planning may compromise the development of research-competitive nursing graduates.
Sustained support and strategic attention to program leadership are crucial for continued program improvement.